{"id":182,"date":"2006-12-15T12:04:07","date_gmt":"2006-12-15T11:04:07","guid":{"rendered":"http:\/\/numerique-et-fle.net\/?p=182"},"modified":"2006-12-15T12:04:07","modified_gmt":"2006-12-15T11:04:07","slug":"travail-collaboratif-en-classe","status":"publish","type":"post","link":"https:\/\/isabellebarriere.eu\/numerique-et-fle\/travail-collaboratif-en-classe\/","title":{"rendered":"Travail collectif en classe"},"content":{"rendered":"

Le travail collaboratif ou travail d\u2019\u00e9quipe ou travail de groupe permet aux apprenants de travailler ensemble, de cr\u00e9er ensemble, d\u2019apprendre ensemble. Il est bien connu que le travail d\u2019\u00e9quipe permet le foisonnement des id\u00e9es, mais qu\u2019en est-il dans une salle de classe, et plus pr\u00e9cis\u00e9ment dans un cours de fran\u00e7ais\u00a0?<\/p>\n

<\/p>\n

Le travail collaboratif permet de mettre en place un certain nombre de comp\u00e9tences autres que les comp\u00e9tences langagi\u00e8res. Ces comp\u00e9tences ainsi utilis\u00e9es seront utiles \u00e0 l\u2019\u00e9l\u00e8ve tout au long de sa vie et notamment dans sa vie professionnelle.<\/p>\n

Travailler en \u00e9quipe suppose d\u2019\u00e9couter les autres, de partager ses informations et ses points de vue, de les discuter, de les n\u00e9gocier, bref de communiquer au sens le plus large de ce terme ainsi que de mutualiser les id\u00e9es, les informations et les connaissances dont chacun dispose.<\/p>\n

De plus travailler en groupe favorise la responsabilisation, responsabilisation cons\u00e9quente du travail en autonomie qui a \u00e9t\u00e9 fourni tout au long de l\u2019activit\u00e9. Chacun est responsable de la bonne entente dans l\u2019\u00e9quipe mais entre \u00e9galement en jeu une responsabilit\u00e9 collective dans la mesure o\u00f9 le groupe au complet doit r\u00e9pondre du r\u00e9sultat final.<\/p>\n

L\u2019int\u00e9r\u00eat de ce travail d\u2019\u00e9quipe est qu\u2019il peut \u00eatre mis en place \u00e0 n\u2019importe quel niveau<\/i>, quelle que soit l\u2019activit\u00e9 et quelle que soit la configuration de la classe. Tous les niveaux y trouveront du plaisir \u00e0 travailler ensemble et cela profitera \u00e9galement aux acquis de chacun, en fran\u00e7ais mais aussi dans le comportement social.<\/p>\n

La configuration de la classe<\/i> ne pose pas d\u2019\u00e9normes probl\u00e8mes, dans la mesure o\u00f9 le nombre id\u00e9al de participants<\/i> se situe entre 2 et 4. Il suffit donc de se tourner vers son voisin de droite ou de gauche ou ceux de devant ou de derri\u00e8re. Un nombre plus important de participants est \u00e0 d\u00e9conseiller car alors la communication n\u2019aura plus lieu de mani\u00e8re \u00e9quitable et profitable.<\/p>\n

Toutes les activit\u00e9s<\/i> de cours peuvent \u00eatre exploit\u00e9es en \u00e9quipes, de l\u2019exercice de grammaire ou de lexique aux parcours Internet, en passant par des s\u00e9quences de production \u00e9crite (journaux, expositions, contes, r\u00e9cits\u2026) ou de pr\u00e9paration orale (dialogues, expos\u00e9s\u2026). Les consignes traditionnelles peuvent \u00eatre adapt\u00e9es afin de favoriser la motivation notamment chez les plus jeunes, cela peut \u00eatre le groupe le plus rapide pour terminer l\u2019exercice de grammaire, ou bien des consignes secr\u00e8tes et oppos\u00e9es dans la pr\u00e9paration des dialogues.<\/p>\n

Une autre possibilit\u00e9 est de cr\u00e9er des activit\u00e9s pratiques qui demanderont \u00e0 chaque groupe d\u2019accomplir une t\u00e2che particuli\u00e8re, t\u00e2ches qui seront \u00e0 la fin de la s\u00e9ance r\u00e9unies pour former un tout. Soit le l\u2019objectif final attendu aura \u00e9t\u00e9 d\u00e9voil\u00e9 au d\u00e9but de la s\u00e9ance ou bien au contraire, ne sera d\u00e9voil\u00e9 qu\u2019\u00e0 la fin de mani\u00e8re \u00e0 susciter la surprise des \u00e9l\u00e8ves.<\/p>\n

A l\u2019enseignant d\u2019utiliser son imagination pour motiver celle des ses \u00e9l\u00e8ves.<\/p>\n

L\u2019enseignant pourra ainsi passer de groupe en groupe, d\u2019\u00e9l\u00e8ve en \u00e9l\u00e8ve pour \u00e9couter, aider, soutenir, apporter des explications personnalis\u00e9es en fonction des difficult\u00e9s de chacun.<\/p>\n

Cette forme d\u2019enseignement, centr\u00e9e sur l\u2019apprenant, permet ainsi \u00e0 chaque \u00e9l\u00e8ve de progresser au sein du groupe et \u00e0 l\u2019enseignant de g\u00e9rer l\u2019h\u00e9t\u00e9rog\u00e9n\u00e9it\u00e9 de sa classe en encourageant chaque \u00e9l\u00e8ve.<\/p>\n

Les progr\u00e8s de chacun sont plus importants que lors d\u2019un enseignement classique, la communication dans la classe est favoris\u00e9e, et l\u2019enseignant en retire une plus grande satisfaction personnelle, voir ses \u00e9l\u00e8ves motiv\u00e9s et heureux en cours de fran\u00e7ais \u00e9tant une v\u00e9ritable r\u00e9compense\u00a0!<\/p>\n

Publi\u00e9 dans l’Apfascope n\u00b042, journal de l’association des professeurs de fran\u00e7ais en Autriche<\/p>\n

\r\n
\r\n \r\n <\/i>\r\n <\/a>\r\n <\/span>\r\n<\/div><\/div>","protected":false},"excerpt":{"rendered":"

Le travail collaboratif ou travail d\u2019\u00e9quipe ou travail de groupe permet aux apprenants de travailler ensemble, de cr\u00e9er ensemble, d\u2019apprendre ensemble. 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